Journal of Practical Nurse Education and Practice最新文献_第2页

Facilitating Trauma-Informed Pedagogy 促进创伤知情教学法

Journal of Practical Nurse Education and Practice Pub Date : 2021-09-09 DOI: 10.29173/jpnep6

Nichole Parker

{"title":"Facilitating Trauma-Informed Pedagogy","authors":"Nichole Parker","doi":"10.29173/jpnep6","DOIUrl":"https://doi.org/10.29173/jpnep6","url":null,"abstract":"Mental health issues are increasing globally, affecting health outcomes and health care resources. Understanding the andragogical implications for adult learners who are experiencing mental illness, including trauma-related mental illness, is vital for nurses, educators, and community support services. Experiencing abuse can cause mental health issues such as stress, anxiety, and posttraumatic stress disorder. In the context of this article, a trauma survivor is someone who has been the victim of abuse. Trauma survivors can be hard to identify, reach, connect with, and have difficulty reaching specific learning outcomes. This translates into poorer health outcomes within this vulnerable group as trauma survivors may not be able or ready to implement self-care efforts. Trauma also affects how people learn. Because of this, trauma survivors require focused teaching strategies that will support their growth, recovery, development, and integration into the community. Adult educators must hone their ethical pedagogical responsibility in a way that reflects trauma-informed care when providing care for a diverse student population. Understanding how these survivors learn will also help educators and healthcare providers understand the pedagogical philosophies, approaches, and strategies best suited to the andragogy of adult learners who have experienced trauma. To contribute to advancing pedagogical epistemology, the purpose of this literature review is to discuss how learning occurs in adult trauma survivors, and asks: What pedagogical philosophies and approaches are beneficial to understanding and best facilitating the andragogy of adult learners who have experienced trauma? This enhanced understanding leads to stronger advocacy for inclusive and trauma-informed teaching and learning environments.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126066859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editor's Note 编者按

Journal of Practical Nurse Education and Practice Pub Date : 2021-09-09 DOI: 10.29173/jpnep17

V. Manokore

引用次数: 0

Nursing Role Ambiguity in Alberta: The Impact and Institutional Influences 艾伯塔省护理角色模糊:影响和制度影响

Journal of Practical Nurse Education and Practice Pub Date : 2021-09-09 DOI: 10.29173/jpnep15

Jamie Tycholiz

{"title":"Nursing Role Ambiguity in Alberta: The Impact and Institutional Influences","authors":"Jamie Tycholiz","doi":"10.29173/jpnep15","DOIUrl":"https://doi.org/10.29173/jpnep15","url":null,"abstract":"Increasing health system demands and costs, in an economically strained environment, places extraordinary challenges on Alberta’s workforce planners who continue to address critical gaps. In addition to routine operational planning, unpredictable and often-reactive market demands continuously influence workforce needs. The role and scope of health care providers’, particularly nurses, is constantly evolving which leads to difficulty interpreting their differences. To achieve successful shifts toward team-based collaborative care, alignment of the most appropriate health care provider to patient groups and settings is required. This is challenging when skill sets, and scope are confusing to administrators. Scope changes impact academic programming, regulatory processes and can create confusion and ambiguity for many providers, especially nurses. Role ambiguity among nurses, unabated by key institutions, contributes to inefficiencies and can be potentially harmful to patients. Hence, role ambiguity in nursing creates challenges for employers, educators, regulators, and nurses themselves. Historical reports of role ambiguity pertaining to Alberta nurses do exist however the current state is ambiguous, as are the mitigating strategies. The purpose of this paper is to critically examine the literature that defines role ambiguity, its impact, highlight antecedents and explore the role of key stakeholder institutions best positioned to address the issue in Alberta. \u0000 ","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126762458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

‘We thought we would just be following the district nurse around’: Innovation in Australian student nursing placements in rural primary health care. “我们以为我们只是跟着地区护士走”:澳大利亚农村初级卫生保健学生护理实习的创新。

Journal of Practical Nurse Education and Practice Pub Date : 2021-09-09 DOI: 10.29173/jpnep16

Carol Reid, Leanne M. Kelly, Leigh Stanbrook, Trish Quibell

{"title":"‘We thought we would just be following the district nurse around’: Innovation in Australian student nursing placements in rural primary health care.","authors":"Carol Reid, Leanne M. Kelly, Leigh Stanbrook, Trish Quibell","doi":"10.29173/jpnep16","DOIUrl":"https://doi.org/10.29173/jpnep16","url":null,"abstract":"To understand primary health care practice, student nurse education requires opportunities to engage in authentic, person-in-environment interaction. This paper reviews an innovative student nurse placement model developed in rural Australia through a multidisciplinary partnership between a rural health service, a university, and the state governmental Department of Education and Training. Semi-structured interviews were conducted with a purposive sample of 12 student nurses at placement completion. Themes drawn out of the data collected were grounded in the participants’ opinions and experiences. The interview findings were grouped into six themes surrounding: (1) placement model, (2) identity, (3) autonomy, (4) interpersonal skills, (5) primary care, and (6) young people. Overall, student nurses gave positive feedback about the placement model and felt the experience contributed to their professional identity and autonomy as they transition to graduate roles. They self-reported strong indications that learning about the nuances and complexity of primary health care contributed to their practice skills. Investing in placement models such as the one presented in this paper is important to build capacity in the nursing workforce. Enabling an adaptable, responsive nursing profession is a critical area for further nurse education research and evaluation.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131099121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"Be not Afraid:" A Statement of Fact and a Statement of Faith. “不要害怕”:事实的陈述和信仰的陈述。

Journal of Practical Nurse Education and Practice Pub Date : 2021-09-09 DOI: 10.29173/jpnep13

Lawrence Onwuegbuchunam

引用次数: 0

Faculty of Health and Community Studies- Dean's Note 健康与社区研究学院——院长说明

Journal of Practical Nurse Education and Practice Pub Date : 2021-02-11 DOI: 10.29173/jpnep11

Jennifer Mah

引用次数: 0

A Learning Model on the Readiness to Learn Self-Care for Trauma Survivors 创伤幸存者准备学习自我照顾的学习模式

Journal of Practical Nurse Education and Practice Pub Date : 2021-02-11 DOI: 10.29173/jpnep4

Nichole Parker

{"title":"A Learning Model on the Readiness to Learn Self-Care for Trauma Survivors","authors":"Nichole Parker","doi":"10.29173/jpnep4","DOIUrl":"https://doi.org/10.29173/jpnep4","url":null,"abstract":"Family violence is increasing globally, affecting health outcomes and healthcare resources. Abuse is a form of trauma that can cause mental health issues such as stress, anxiety, disconnection, distortion of reality, and learning difficulties. Trauma survivors are often silent sufferers, who are hard to reach and even more challenging to teach. This translates into poorer health outcomes within this vulnerable group as trauma survivors are not able or ready to implement self-care efforts independently. Therefore, understanding how these survivors learn is vital to facilitate their trauma recovery and empower them to regain autonomy. Educators must hone their ethical pedagogical responsibility in providing care for a diverse learner population which reflects trauma-informed care. Hence, to contribute to advancing pedagogical epistemology, a trauma andragogical model is developed that promotes trauma recovery through the readiness to learn and ability to connect through realities of the self, others, world, and learning environment. This progression reflects a learner’s ability to learn, which influences learner motivation and capacity to pursue self-care behaviors. The Readiness to Learn Self-Care Model for Trauma Survivors, therefore, outlines the steps, or doors, a survivor must go through to reach independent self-care behavior. The model uses ethical principles based on self-determination, autonomy, and health equity to support social justice by providing accessible learning, which is learner centered. The Readiness to Learn Self-Care Model for Trauma Survivors contributes to pedagogical epistemology through articulating anagogical trauma-related principles through philosophical, theoretical, and anecdotal realms.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128274647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Best Pedagogical Practices for Online Instructor Emotional Presence 在线教师情感存在的最佳教学实践

Journal of Practical Nurse Education and Practice Pub Date : 2021-02-11 DOI: 10.29173/jpnep3

Nichole Parker

{"title":"Best Pedagogical Practices for Online Instructor Emotional Presence","authors":"Nichole Parker","doi":"10.29173/jpnep3","DOIUrl":"https://doi.org/10.29173/jpnep3","url":null,"abstract":"Online education is challenged within pedagogical, technological, and andragogical realms. Many online students feel isolated and disconnected, which negatively affects their learning experience online. Educational frameworks support learner perception as a vital element in the experience of learning. Learner emotion, motivation, attitude, and ability to learn are influenced by instructor ability to connect and convey emotional presence. An online educator can use emotional presence in online learning environments to decrease learner isolation and the perceived student-instructor distance and proximity. This exploratory literature identifies practices that enhance online instructor pedagogy in online learning environments. Theme curation was implemented to critically analyze, interpret, and reorganize existing information. This analytic evaluation of emotional presence yielded practical insights, strategies, and measurement tools into the various aspects of emotional presence. The analytical article findings allowed for the creation of the Best Pedagogical Practices for Emotional Presence Assessment Tool (BPP-EPAT), a guide for online instructors that that supports best pedagogical practices as they relate to emotional presence. The BPP-EPAT supports the momentum of educational epistemology and the evolving 21st-century learner, and can be used to support the development of nursing educator knowledge around evidence-based online teaching practices.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"65 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132708731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revolutionizing Learning Environments with Guerrilla Pedagogy in Large Classes 用游击教学法革新大班学习环境

Journal of Practical Nurse Education and Practice Pub Date : 2021-02-11 DOI: 10.29173/jpnep7

V. Manokore, Doug McRae

{"title":"Revolutionizing Learning Environments with Guerrilla Pedagogy in Large Classes","authors":"V. Manokore, Doug McRae","doi":"10.29173/jpnep7","DOIUrl":"https://doi.org/10.29173/jpnep7","url":null,"abstract":"Engaging students in large classes can be challenging for educators. In this study, we implemented a guerrilla tactic in an effort to engage our students. Guerilla tactic is a pedagogical approach where one teacher (the “guerrilla”) enters into a colleague’s class that is in session, sits for a while, takes over the teaching for about ten minutes, then leaves the classroom. There is an element of student surprise with guerrilla pedagogy because students are not informed in advance about the guerrilla visit and the host instructor has no prior knowledge on what the visiting guerrilla instructor would talk about. For this study, two practical nursing instructors who teach the same courses (i.e., anatomy and physiology, and pathophysiology) to different sections collaborated as guerrilla instructors. Four sections of students; two from anatomy and physiology and two from pathophysiology participated in the study. Each section had about one hundred students. The disruptive guerrilla pedagogy was implemented during the 2019 winter semester. At the end of the semester, students completed a survey about their experiences that had both Likert scale and open-ended questions. The instructors critically reflected on their experiences. Thematic analysis and descriptive statistics were used to analyze the data. Overall, students and the instructors had positive experiences with the instructional strategy. In our reflective analysis, we answer Hutchings's (2000) taxonomy of scholarship of teaching and learning (SoTL) inquiry questions. We found that students appreciated being exposed to two experts who have different instructional strategies. Educators have to trust and respect their peers in ways that allow them to be vulnerable and enhance their practice. The surprise and instructor collaboration brought by guerrilla pedagogy enhanced students’ engagement in large classes.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130551549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

JPNEP Editor's Note JPNEP编者注

Journal of Practical Nurse Education and Practice Pub Date : 2021-02-11 DOI: 10.29173/jpnep10

V. Manokore

引用次数: 0